Karen Huffman
Palomar College,
San Marcos, CA
khuffman@palomar.edu
Katherine Dowdell
Des Moines Area
Community College
kdowdell@dmacc.edu
Agree
Disagree
Strongly Agree
Strongly Disagree
Back of Classroom
Director
Actor
Writer
Producer
Back of Classroom
Psychoanalytic/ Behavioristic
psychodynamic
Humanistic
Cognitive
Sociocultural
Evolutionary
Biopsychology
Back of Classroom
!
Part 1
!
Part 2
!! Goal #1 Introduce ourselves
!! Goal #2 Define our terms & discuss best evidence for
EBT & EBL
!! Goal #3 Describe 3 key principles underlying EBT & EBL
(metacognition, motivation, & practice testing)
!! Goal #4 Discuss & demonstrate EBT & EBL techniques for
increasing metacognition & motivation
!! Goal #5 Discuss & demonstrate EBT & EBL techniques for
increasing practice testing
!! Goal #6 Provide key references & resources
!!
Evidence-Based
!!
Research Findings
!! K&K adapted definition = empirical methods focused on
improving performance; experimental- & experiencebased efficacy under controlled conditions (AKA “what
works!)
!! History: Evidence-Based Medicine (EBM), Evidence-Based
Practice (EBP) & Evidence-Based Treatment (EBT) in
Clinical Psychology, Evidence-Based Practice in
Psychology (EBPP)
!! Psychological science has contributed much to EBT & EBL
(e.g., Campbell et al., 2015; Gurung & Schwartz, 2009;
Halpern & Hakel, 2003; Mayer, 2014; McKeachie &
Svinicki, 2006)
!! Our personal favorite = Dunlosky et al., 2013
1.!
2.!
3.!
Metacognition
!! Successful students monitor thoughts, feelings, and
actions of self (and others) during learning (e.g., Bannert
et al., 2014, Kinnebrew et al., 2014; Veenan et al., 2006)
Motivation
!! To reach their goals, successful students self-regulate,
persevere, & delay gratification (e.g., Haynes Stewart et
al., 2011; Mischel et al., 1989, 1996, 2011; Schunk &
Zimmerman, 2013)
Practice Testing
!! Research shows that practice testing & distributed
practice might be the single BEST methods for learning
(e.g., Dunlosky et al., 2013)
!
Part 1
!
Part 2
!! Goal #1 Introduce ourselves and our goals
!! Goal #2 Define our terms & discuss best evidence for
EBT & EBL
!! Goal #3 Describe 3 key principles underlying EBT & EBL
(metacognition, motivation, & practice testing)
!! Goal #4 Discuss & demonstrate EBT & EBL techniques for
increasing metacognition & motivation
!! Goal #5 Discuss & demonstrate EBT & EBL techniques for
increasing practice testing
!! Goal #6 Provide key references & resources
!! K
& K Personal
P
l Evidence-Based
E id
B
d
Practices
!!Mix it up + Relevance +
Repetition = Best personal
methods we’ve found to increase
metacognition & motivation, while
also providing time for student
engagement, active learning,
critical thinking, & covering all the
necessary content !
Mix it up + Relevance + Repetition
Mix it up
•! See, hear, do
Personal relevance
•! Interactive
•! Reflective
Repetition
•! Necessary
•! Comforting
Evidence?
•! Mixing it up: We habituate to
unchanging stimuli; saliency
bias
•! Relevance: Increases
motivation, which is more
important than IQ in success
•! Repetition:
•! Leads to deeper processing &
scaffolds for later learning
(e.g., children need answers
repeated over & over, & love
rereading the same books &
repeated videos!)
Agree
Disagree
Strongly Agree
Strongly Disagree
Back of Classroom
Director
Actor
Writer
Producer
Back of Classroom
Chapter 2 (Biology)
Importance of interaction of Genes
& Environment
!
Katherine conditions Karen
!!
Note the increasing bicep
circumference of these G.I. Joe
action figures. How might young
boys respond & internalize this
type of modeling & observational
learning?
!"#
Groups asked to:
“Quickly come up
with all the words
you’ve ever heard
for abnormal
behavior.”
!! Also useful for
therapy, gender,
sexuality, social.
!!
!! Practice
!
Testing
!!Use your own class as a
“lab” (online self-quizzing)
!!In Class (Foot Test, Embedded
Quizzes, Pause & Reflect, Pair &
Share, Diagnostic Categories)
!!Within Text (Check & Review, Try
This Yourself, Test Yourself,
Identify the Research Method)
!!
Practice testing:
Practice test before exam
No practice test before
exam
Average exam score: 74% Average exam score: 58%
!!
Distributed practice:
Wiley Plus tutorial quiz
completion distributed
across 4 weeks
Wiley Plus tutorial quiz
completion within 24
hours of exam
Average exam score: 70% Average exam score: 61%
Psychoanalytic/ Behavioristic
psychodynamic
Humanistic
Cognitive
Sociocultural
Evolutionary
Biopsychology
Back of Classroom
Positive
Reinforcement
Negative
Reinforcement
Positive
Punishment
Negative
Punishment
Back of Classroom
Based on our class"
discussion and your"
textbook, what
three terms can you
apply to the
motivation and
behavior of this"
individual?
!$#
Based on our class discussion…
!! What happens to excess"
neurotransmitters or to"
those that do not “fit”"
into the adjacent"
receptor sites?
"
!%#
!!
Answer: The sending neuron normally
reabsorbs the excess (called “reuptake), or
they are broken down by special enzymes.
!&#
Increasing Metacognition & Motivation
!!
!!
Mix it Up + Relevance + Repetition
Sample ideas discussed earlier with multiple
applications
…Values Walk & Sorters (all chapters)
…Pause & Reflect & Pair & Share
…Stroop Test (Intro, Research, Experimenter Bias,
Consciousness)
…Word Exercise (Gender, Sexuality, Abnormal, Social)
…Penny Demo (Intro, Consciousness, Memory)
IIncreasing
i
Practice
P
i Testing
T i
!!Use your own class as a “lab” (online
self-quizzing)
!!In Class (Foot Test, Embedded
Quizzes, Pause & Reflect, Pair &
Share, Diagnostic Categories)
!!Within Text (Check & Review, Try
This Yourself, Test Yourself, Identify
the Research Method)
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J.,
& Willingham, D. T. (2013). Improving students’ learning
with effective learning techniques: Promising directions from
cognitive & educational psychology. Psychological Science
in the Public Interest, 14, 4–58.
Gurung, R. A. R., & Schwartz, B. M. (2009). Optimizing
teaching & learning: Practicing pedagogical research.
Malden, MA: Wiley-Blackwell.
Halpern, D. F., & Hakel, M. D. (2003). Applying the science
of learning to the university & beyond. Change, 35(4),
36-42.
McKeachie, W. J., & Svinicki, M. (2006). McKeachie's
teaching tips: Strategies, research, & theory for college &
university teachers (12th ed.). Boston: Houghton Mifflin.
!!
!!
!!
!!
!!
Ted Talks
Applications of
Psychology
Psychology Matters
Teaching Resources at
MERLOT!
Animations & Photos
for PPT
Great Technology
information
!!
!!
!!
CNN, ABC, & more.
Video clips
updated daily!
Annenberg Series:
FREE to view in
class!
Fun Prizes!
STP: Office of Teaching Resources
Classroom activities, annotated
bibliographies, film guides, lab
manuals, advising aids, textbook
compendiums, & much more.
http://www.teachpsych.org/otrp/
resources/index.php
ToPIX: The Office of Teaching
Resources Idea Exchange
Comprehensive resource of peer
reviewed classroom demos, activities,
handouts, video/audio, & current
events, all organized by topic. Also
includes info on assessment, rubrics,
outcomes, teaching tools & more.
http://topix.teachpsych.org/w/page/
19980966/About-ToPIX
Online Psychology Laboratory
(OPL)"
OPL provides highly interactive
resources for the teaching of
psychological science. The peerreviewed materials include online
studies & correlational studies,
large data sets, demonstrations,
& teaching aids. You are invited
to use the site for further
psychological phenomena & the
scientific process, including
research methods, practical
applications, & ethics.
http://opl.apa.org/
!!
Part 1
!!
Part 2
!! Goal #1 Introduce ourselves
!! Goal #2 Define our terms & discuss best evidence
for EBT & EBL
!! Goal #3 Describe 3 key principles underlying EBT
& EBL
!! Goal #4 Discuss & demonstrate EBT & EBL
techniques for increasing metacognition &
motivation
!! Goal #5 Discuss & demonstrate EBT & EBL
techniques for increasing practice testing
!! Goal #6 Provide key references & resources
“Students don’t care how much you know,
until they know how much you care!”
Karen Huffman
Palomar College,
San Marcos, CA
khuffman@palomar.edu
Katherine Dowdell
Des Moines Area
Community College
kdowdell@dmacc.edu